Swimbridge Pre School

What is it like to attend this early years setting?

Children arrive at the pre-school with high energy and excitement. Staff have positive and friendly attachments with children. Staff's kind and caring approach towards every child makes them feel safe and secure.

Leaders and staff provide a broad and well-balanced curriculum. The curriculum provides children with new experiences. For example, children learn about the life cycle of butterflies by observing caterpillars in the pre-school. Staff help children to understand what it is that caterpillars need to grow to become cocoons and then butterflies. Staff know the children well. They use this knowledge to plan activities to build on what children know and can do. This enables children to strengthen their knowledge, preparing them for their next stage in learning. Staff used recent learning about insects to implement into a play dough activity. Children immediately immerse themselves using the bug cutters and develop their fine motor skills, while learning new vocabulary, such as 'antenna'.

Staff have high expectations for behaviour. Children are reminded of the pre-school golden rules, for example taking turns and using their 'listening ears'. Children behave well. They help sweep up the sand outside. Staff praise this, encouraging positive behaviour. Staff help children self-regulate when they become unsettled. Staff support them to understand about emotions through visual cards.

What does the early years setting do well and what does it need to do better?

• There is a strong key-person system in place that helps staff to build positive partnerships with parents from the start. Staff gather information from parents about their child's likes and dislikes. They organise and plan settling-in sessions to meet each child's individual needs. Staff provide ideas on continuing the learning in the home for parents. This helps to boost children's sense of security and children build close relationships with their key person.
• Children develop an understanding of their community and wider world. They go on outings in the local village with staff, for example, to visit the local church. Children take part in celebrations such as Easter and take regular visits to visit the elderly members of the community. They learn that people have different needs. Staff teach children to understand how to keep themselves safe while walking to public spaces.
• Staff arrange the environment based on children's interests. Children confidently self-select resources and join with activities organised by staff. However, on occasions, staff are not aware of when children are losing concentration. Staff miss opportunities to extend and challenge learning further, resulting in some children showing lower levels of engagement. For example, children walk around the table in circles, with no purpose or focus.
• Staff promote children's independence skills. They encourage children to take care of their needs. For example, children know to wipe their noses and wash their hands with soap. Children make choices about the food and drink they want at snack time. They skilfully use jugs to pour their own drinks.
• Staff have clear expectations for behaviour and set boundaries with children. Staff support children who struggle with regulating their behaviour. For example, they use a visual timer to encourage children to take turns. This contributes positively towards children's good behaviour. Staff recognise children's achievements and offer praise and encouragement. This builds children's confidence and self-esteem.
• The manager creates a professional and supportive environment for staff. She reflects on the service they provide for the children and families. The manager and staff undertake regular training and professional development opportunities, extending and building their own knowledge. Staff benefit from regular supervision meetings. Managers monitor staff practice and provide ideas to help them improve. Staff comment they feel well supported and valued.
• Children with special educational needs and/or disabilities (SEND) receive dedicated support. The special educational needs coordinator (SENCo) works closely with parents and other professionals and has a good knowledge of the referral process. They ensure children have a positive experience. Children are well supported and enjoy their play and learning.

What the setting must and should do next

The provider should:

• develop the way staff differentiate activities, to help provide further challenge to support all children to extend their learning further.